HISTORY   AND   DESIGN 


AMERICAN 


;NSTITUTE  OF  INSTRUCTION. 


BY    GEORGE    B.    EMERSON, 


PRESIDENT    OF    THE    INSTITUTION. 


BOSTON : 
TICKNOR,    REED,    AND    FIELDS, 

Cunier  of  Washington  and  School  Streets. 
M.DCCC.XLIX. 


HISTORY  AND   DESIGN 


AMERICAN 


INSTITUTE   OF  INSTRUCTION. 


BY   GEORGE  B.   EMERSON, 

PRESIDENT    OF    THE    INSTITUTION. 


BOSTON : 
TICKNOR,    REED,    AND    FIELDS, 

Corner  «/  Washington  and  School  Streets. 
M.UCCC.XLIX. 


AT  a  meeting  of  the  AMERICAN  INSTITUTE  OP  IXSTBITCTIOX,  held  at 
Bangor,  Maine,  in  August,  1848,  it  was  Voted,  —  That  the  Presi- 
dent be  requested  to  furnish  a  copy  of  his  Address  on  the  "  History 
and  Design  of  the  Institute  "  for  publication. 

(The  remarks  Mr.  Emerson  then  made  were  from  notes  hastily 
prepared.  In  arranging  them  for  the  press,  he  has  taken  the  lib- 
erty to  go  somewhat  more  fully  into  the  history  and  objects  of  the 
Institute,  and  to  repeat  some  things  which  he  had  said  in  other 
places.) 


Printed  by  John  Wilson,  21,  School-street,  Boston. 


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AMERICAN 


INSTITUTE   OF   INSTRUCTION. 


Ax  the  meeting  of  the  AMEKICAN  INSTITUTE  OF  Iy STKUC- 
TION  at  Bangor,  in  Maine,  on  the  16th  of  August,  1848, 
the  President  of  the  Institute,  Mr.  G.  B.  EMEKSOX,  of 
Boston,  at  the  request  of  several  gentlemen  of  Maine, 
consented  to  give  some  account  of  the  history  of  the 
Institute,  and  of  the  ends  it  has  in  view. 

IT  has  been  repeatedly  asked  (he  said),  and  it  will 
naturally  be  again  asked  by  many  who  hear  the  name 
for  the  first  time,  What  is  the  American  Institute  of 
Instruction  ?  What  has  it  done  ?  What  does  it 
propose  to  do  ?  Who  are  they  who  come  here  to 
represent  it  ?  What  do  they  wish  to  effect  ?  Why 
have  they  come  here  ? 

I  shall  endeavor  briefly  to  answer  some  of  these 
questions. 

Eighteen  years  ago,  a  few  teachers  and  other 
friends  of  education  met  together  in  Boston  to  see 
what  could  be  done  to  strengthen  and  advance  the 
cause  in  which  they  were  interested  and  engaged. 
After  several  meetings,  they  agreed  to  extend  their 
invitations  to  all,  in  other  parts  of  the  country,  as 
well  as  in  Massachusetts,  who  should  feel  inclined  to 
meet  with  them.  The  invitations  were  widely  cir- 
culated ;  and,  in  August  of  1830,  several  hundred 

881915 


persons,  most  of  them  teachers,  assembled  in  Boston 
from  at  least  eleven  different  States,  and  formed  this 
Institute. 

The  teachers  from  Massachusetts  had  proposed  to 
give  the  contemplated  association  a  somewhat  mod- 
est name,  —  The  Associated  Teachers  of  Massachu- 
setts, —  or  some  similar  title ;  but  the  votes  from  other 
States  prevailed,  and  the  more  ambitious  name  by 
which  the  Institute  is  now  known  was  adopted. 

The  leading  object  of  the  American  Institute  of  In- 
struction is  to  promote  the  cause  of  popular  education, 
by  diffusing  useful  knowledge  in  regard  to  it.  The 
members  met  originally,  and  they  have  continued  to 
meet,  for  the  purpose  of  elevating  the  character  of  in- 
struction, of  widening  its  sphere,  of  ascertaining  more 
clearly  what  should  be  its  objects,  and  of  perfecting 
its  methods ;  for  the  purpose  of  raising  the  teacher,  by 
making  him  feel  how  high  and  noble  is  the  work  in 
Avhich  he  is  engaged,  how  extensive  and  thorough  must 
be  his  preparation,  and  how  entire  his  devotion ;  for 
the  purpose  of  making  more  apparent  to  our  fellow- 
citizens  the  absolute  importance  of  education  to  the 
existence  and  continuance  of  our  free  institutions, 
and  to  the  advancement  of  our  race  ;  and  thence  the 
duty  of  improving  our  schools,  especially  our  Com- 
mon Schools.  They  have  met,  and  they  continue  to 
meet,  to  compare  observations  and  opinions,  and 
to  contribute  the  experience  of  each  to  a  common 
stock  for  the  benefit  of  all.  In  short,  they  meet  to 
quicken  to  a  warmer  glow  the  fire  in  their  own 
breast,  and  to  kindle  it  as  far  as  possible  in  the  breast 
of  others. 

The  Institute  has  continued  to  meet  annually  until 
this  day,  holding  a  session  of  three  or  four  days,  and 
hearing  from  twelve  to  seventeen  lectures,  each  year. 
It  has  enlisted  in  its  service  many  of  the  ablest  and 
most  distinguished  friends  of  education;  and,  at  its 
annual  meetings,  it  has  had  lectures,  reports,  and 


discussions  upon  most  of  the  subjects  of  interest  to 
the  practical  teacher,  and  to  the  community  as  acted 
on  by  him.  Many  of  these  reports  and  lectures,  de- 
livered by  men  eminent  in  their  respective  professions, 
and  by  skilful  teachers,  upon  subjects  with  which  they 
were  most  familiar,  are  published,  and  form  a  body  of 
science,  thought,  and  practical  wisdom,  unsurpassed, 
we  think,  by  any  series  of  works  in  the  language  on 
the  subject  of  education.* 

It  has  had  lectures  and  discussions,  and  has 
published  prize  essays  and  reports,  by  men  thor- 
oughly versed  in  the  subjects,  upon  the  construction, 
arrangement,  furnishing,  warming,  ventilating,  and 
apparatus  of  school-houses  and  school-rooms ;  and 
has  done  something,  we  trust,  towards  the  vast  im- 
provements, in  all  these  particulars,  Avhich  have  within 
a  few  years  been  made. 

It  has  had  lectures  upon  physical  education,  from 
some  of  the  most  eminent  physicians  and  physiolo- 
gists of  New  England  ;  upon  methods  of  instruction 
and  discipline,  from  many  of  the  most  experienced 
teachers ;  upon  the  moral  relations  of  education, 
from  some  of  the  deepest  thinkers  and  best  men  ; 
upon  numerous  points  in  literature,  as  directly  affect- 
ing education,  from  some  of  its  best  scholars  ;  upon 
its  political  and  legal  relations,  from  profound  civil- 
ians and  jurists ;  upon  leading  points  in  natural, 
mathematical,  and  physical  science,  from  some  of 
the  most  scientific  men  of  the  country. 

The  special  office  of  a  teacher,  and  the  object  of  his 
science,  have  been  pointed  out  to  us  by  that  clear  and 
original  thinker,  Francis  Way  land.  Modes  of  instruc- 
tion in  the  mathematical  and  physical  sciences  have 
been  explained  to  us  by  those  who  united  the  necessary 
knowledge  with  practical  skill  in  teaching ;  in  Arith- 

*  The  meeting  at  Bangor  was  the  nineteenth,  and  the  volume 
containing  the  lectures  delivered  there  is  the  nineteenth  of  the 
series. 

1* 


melic,  by  Warren  Colburn  and  Adams ;  in  Geometry, 
by  Shenvin  and  Grund  ;  in  Geography,  by  Wood- 
bridge,  Carter,  Fleming,  and  Fowle  ;  in  Language, 
ancient  and  modern,  by  Ticknor  and  Cleveland, 
Crosby  and  Felton,  Packard  and  Mulligan,  Howe 
and  Weld,  Huntington  and  Winslow ;  in  Natural 
History,  by  Gould,  Durgin  and  Miles,  President 
Hale  and  W.  Channing,  W.  A.  Alcott  and  J.  L. 
Russell,  Alonzo  Gray  and  Charles  Brooks ;  in  Read- 
ing, by  Russell,  Pierce,  and  Greene  ;  in  Spelling,  by 
G.  F.  Thayer  ;  and  on  Spelling  Books,  by  H.  Mann  ; 
hi  Composition  and  Rhetoric,  by  Newman,  Parker, 
and  Rand  ;  in  Elocution,  by  Stone  and  Fosdick, 
Russell  and  Murdock  ;  in  Grammar,  by  Brown  and 
Parker  ;  in  Penmanship,  by  Foster.  Judge  Story  has 
told  us  how  much  of  the  theory  of  Government  should 
be  taught  in  schools ;  and  Mr.  Lawrence,  how  much 
of  the  principles  of  Law.  J.  L.  Parkhurst  and  S.  R. 
Hall  have  told  us  how  a  school  may  be  managed  with- 
out appealing  to  emulation  ;  and  Leonard  Withington 
and  Joseph  Emerson,  how  it  may  be  managed  with. 
We  have  had  lectures  on  the  Relations  of  Education 
to  a  Republic,  from  Bellows  and  Horace  Mann  ;  on 
Chemistry,  from  C.  T.  Jackson  ;  on  Physical  Sci- 
ence, from  J.  Pierpont ;  on  Music,  from  Wood- 
bridge,  Harrington,  and  Johnson  ;  on  History,  from 
G.  S.  Hillard  and  S.  Adams ;  on  Moral  Science, 
from  A.  H.  Everett ;  on  Physical  Education,  from 
Drs.  Warren  and  Hayward,  Jackson  and  Ware,  of 
Boston,  Parsons  of  Providence,  and  Peirson  of  Sa- 
lem ;  on  Physiology,  from  Drs.  Reynolds,  Metcalfe, 
Alcott,  and  Jarvis  ;  and  on  School  Architecture 
and  Furnishing,  from  Adams  and  the  elder  Wood- 
bridge.  We  have  had  an  elaborate  Report  upon 
School-rooms,  by  Bailey,  and  a  Prize  Essay,  by 
Alcott ;  lectures  on  School  Discipline,  by  M'Kean, 
S.  R.  Hall,  and  J.  Hale ;  on  School  Management, 
by  T.  Dwight  and  R.  S.  Howard ;  on  Elementary 


Education,  by  Russell,  Brooks,  Alcott,  Perry,  and 
Palmer  ;  on  Moral  Education,  by  J.  Abbott,  Blan- 
chard,  Robinson,  Waterston,  Dr.  Bartlett,  and  Pres- 
ident Bates  ;  on  Religious  Education,  by  Professor 
Stowe  and  President  Humphrey ;  on  Moral  Influ- 
ence, by  Mr.  Hooker,  Professor  Stowe,  Mr.  Belcher, 
and  Jacob  Abbott. 

We  have  had  lectures  on  the  development  and 
education  of  the  mental  faculties,  from  Messrs.  Carter, 
Burton,  Fowle,  May,  Rodman,  and  Brooks ;  and 
on  the  philosophy  of  mind,  from  Gregg  and  Emer- 
son Davis. 

Few  of  the  manifold  institutions  for  instruction 
which  have  sprung  up  of  late  years,  have  been 
passed  by  without  notice  ;  their  principles,  excel- 
lences, and  defects,  have  been  laid  before  us  by 
persons  amply  competent  to  present  them.  The  sub- 
ject of  Infant  Schools  and  Infant  Education  has  been 
fully  exhibited  and  discussed  by  Russell,  A.  B.  Al- 
cott, Perry,  and  Carll ;  Monitorial  Instruction,  by 
Oliver  and  others ;  Schools  of  Arts,  by  Professor 
Johnson  ;  Manual  Labor  Schools,  by  Green  ;  Edu- 
cation for  an  Agricultural  Population,  by  Samuel 
Nott ;  and  Education  for  the  Laboring  Classes,  by 
Theodore  Parker  ;  Academies  and  High  Schools, 
by  Fowler ;  Lyceums,  by  Cleaveland ;  Common 
Schools,  by  Farley,  May,  Northend,  Putnam,  Page, 
and  others ;  and  Education  for  the  Blind,  by  Dr. 
Howe. 

We  have  had  lectures  upon  visible  illustrations ; 
upon  the  classification  of  a  school,  and  the  man- 
agement of  recitations ;  upon  school  systems  and 
school  discipline  ;  on  the  importance  of  reform,  and 
on  the  danger  of  innovation  ;  on  securing  the  at- 
tention, on  cultivating  the  affections,  and  on  form- 
ing the  taste ;  on  the  importance  of  education  to  a 
republic,  and  on  our  systems  of  Common  Schools ; 
on  the  duties  of  Committee-men,  in  relation  to  them ; 


8 

on  the  duties  of  parents,  and  on  the  duties  of  men 
of  influence,  to  visit,  examine,  and  oversee  them ; 
on  the  education  of  teachers  ;  on  the  duties  of 
teachers ;  on  the  responsibilities  of  teachers  ;  on  the 
claims,  on  the  hardships,  and  on  the  dangers  of 
teachers ;  on  the  dignity  of  the  teacher's  office  ;  on 
his  social  influence ;  on  his  political  influence  ;  on  the 
encouragements  given  to  him,  and  on  the  complaints 
made  against  him ;  and  on  the  beau-ideal  of  a  per- 
fect teacher. 

The  necessity  of  home  preparation,  and  the  duties 
of  parents,  have  been  eloquently  urged  by  Jacob 
Abbott,  D.  P.  Page,  and  Jason  Whitman.  Female 
education  has  been  presented  by  Kimball,  Russell, 
and  Hawes.  The  responsibilities  of  the  teacher's 
office  have  been  urged  by  Dr.  Hawes ;  the  objects 
of  education,  by  Mr.  Fox  and  others ;  the  value  of 
Teachers'  Institutes  has  been  exhibited  by  Mr.  Town  ; 
the  importance  of  a  special  and  very  thorough  edu- 
cation for  teachers  has  been  demonstrated  by  S.  R. 
Hall,  E.  Davis,  and  Charles  Brooks  ;  and  Cyrus 
Pierce  and  Nicholas  Tillinghast,  and  our  lost  and 
lamented  friend,  David  P.  Page,  the  most  successful 
and  distinguished  pioneers  in  Normal  School  instruc- 
tion, have,  on  these  and  kindred  subjects,  by  lecture 
and  by  discussion,  by  sympathy  and  by  advice,  en- 
couraged, enlightened,  and  strengthened  us.  And 
others,  not  less  prominent,  but  in  other  walks  of  life, 
such  as  Elipha  White,  William  H.  Furness,  Caleb 
Cushing,  William  Sullivan,  F.  C.  Gray,  and  James 
Walker,  have  been  willing  to  aid  us  in  the  great 
eause,  which  is  equally  interesting  to  all.  Such  are 
some  of  the  subjects  which  have  occupied  us,  and 
such  some  of  the  persons  who  have  given  us  their 
aid.* 

*  At  the  meeting  of  the  Institute  at  Bangor,  lectures  were 
given  on  Failures  in  Teaching,  by  John  Kingsbury ;  on  the  Co- 
operation of  Parents  and  Teachers,  by  Jacob  Batchelder ;  on  the 


9 

From  these  lectures,  from  the  discussions  which 
have  annually  taken  place,  from  the  free  interchange 
of  opinion,  and  from  the  acquaintance  we  have  formed 
with  each  other's  feelings  and  character,  we  think 
we  have  derived  substantial  benefits.  We  think  we 
have  been  getting  higher  views,  and  deeper  and  more 
earnest  convictions,  of  the  extent  and  importance  of 
the  teacher's  work,  of  the  objects  at  which  he  should 
aim,  and  the  motives  by  which  he  should  be  influ- 
enced. We  wish  to  extend  these  benefits  to  others. 

You  thus  see  what  we  have  been  doing,  and  what 
we  mean  to  continue  to  do.  Most  of  us  who  have 
come  to  represent  the  American  Institute  are  practical 
teachers,  who  have  given  and  are  giving  our  lives  to 
the  work  of  instruction.  We  are  all  deeply  and 
devotedly  interested  in  the  advancement  of  the  cause 
of  education.  We  have  a  strong  fellow-feeling  with 
teachers,  and  we  ask  them  to  come  and  take  counsel 
together  with  us. 

Many  of  us  are,  and  most  of  us  have  been,  teachers 
in  the  Common  Schools.  These  invaluable  institutions 
are  the  objects  of  our  special  interest.  These  we  seek 
to  elevate,  —  we  pray  that  we  may  see  elevated.  As 
brothers,  sympathizing  with  those  who  are  teaching 
in  them,  and  with  those  whose  children  are  taught  in 
them,  —  as  patriots,  as  Christians,  as  men,  we  long  for 
the  improvement  of  these  schools ;  where  only  are 
the  great  masses  of  our  fellow-citizens  educated,  and 
where  if  they  are  not  well  educated,  most  of  them 
are  never  to  be  well  educated  at  all,  anywhere. 
These  schools,  the  Common  Schools,  we  seek  to  do 
something  to  make  what  they  should  be. 

Qualifications  of  the  Teacher,  by  Nathan  Munroe ;  on  School  Go- 
vernment, by  J.  D.  Philbrick ;  on  the  Improvement  of  Common 
Schools,  by  William  D.  Swan ;  on  the  Power  of  Example  in  Teach- 
ing, by  Thomas  Sherwin ;  on  the  Common-school  System  of  Ver- 
mont, by  N.  G.  Clark ;  on  the  Claims  of  the  Free  School  upon  all 
classes,  by  W.  G.  Crosby ;  —  of  which  the  first  five  are  in  the 
nineteenth  volume  of  the  Institute's  Lectures. 


10 

We  are  here  as  citizens  to  assist  in  building  up 
schools,  because  we  believe  that  a  good  school  is  a 
temple  of  liberty  ;  that  education  is  the  most  import- 
ant pillar  in  the  fabric  of  a  free  state  ;  that,  in  a  polit- 
ical as  well  as  in  a  moral  sense,  it  is  only  the  //•/////, 
the  knowledge  of  the  TRUTH,  which  can  make  men 
free.  We  may  not  present  to  you  many  strikingly 
new  truths ;  yet  we  do  not  despair  of  even  saying 
some  things  which  are  new.  Devoted,  as  many  of 
us  are,  life  and  heart,  wholly  to  the  teacher's  work, 
we  humbly  believe  that  we  do  sometimes  discover 
something  new  ;  new  methods,  new  modes  of  in- 
fluencing the  conduct,  new  modes  of  presenting 
truth,  and  neAv  modes  of  acting  on  the  mind  of  a 
child.  We  at  least  perceive  new  relations  between 
things  old  and  familiar,  and  a  new  value  in  things 
known  and  despised.  Walking,  as  we  often  do,  on 
-the  shores  of  the  vast  ocean  of  infinite  truth,  we 
sometimes  pick  up  a  stone  more  beautiful  and  pre- 
cious than  we  have  seen  before  ;  and  we  feel  that  we 
are  revived  and  invigorated  by  the  air  that  breathes 
from  that  ocean  towards  which  we  are  looking. 

But,  if  we  cannot  often  offer  you  a  new  truth,  we  can 
at  least  invite  you  to  look  with  us  at  some  truths  that 
are  old.  We  believe,  and  we  are  here  because  we 
believe,  that  the  most  precious  thing  under  heaven,  — 
if,  indeed,  it  is  to  be  considered  under  heaven,  —  is 
a  highly  endowed  and  highly  educated  human  soul ; 
but  we  believe  that  the  soul  must  be  educated;  that 
the  completely  uneducated  soul  is  brutish,  and  little 
better  than  the  life  of  a  beast ;  that  he  therefore  who 
aids  another  in  his  education,  in  the  awakening  and 
development  of  his  faculties,  offers  him  the  most 
precious  gift  that  one  human  being  can  offer  to 
another.  Souls  of  the  highest  endowments,  of  bound- 
less capacities,  AVC  believe  to  be  embodied,  by  the 
hand  of  the  Infinite  Father,  along  these  plains, 
through  these  woods,  on  these  hills,  by  these  shores, 


11 

—  to  be  gathered  in  these  school-houses,  as  pro- 
fusely as  in  any,  even  the  most  favored  spot  on 
earth.  We  wish  you  to  learn,  with  us,  how  to  value 
them,  how  to  educate  them,  how  to  render  their 
minds  —  to  use  the  noble  language  of  the  first 
President  of  this  society  —  "  the  fittest  possible  in- 
struments for  discovering,  applying,  and  obeying  the 
laws  under  which  God  has  placed  the  universe." 
This  we  believe  to  be  the  great  object  of  the  science 
of  education.  We  believe,  and  we  are  here,  again 
I  say,  because  we  believe,  in  the  almost  boundless 
influence  of  the  teacher,  —  the  right-minded,  right- 
hearted,  and  rightly-informed  teacher,  —  in  moulding 
this  priceless  soul,  in  forming  it  to  this  great  end. 
But  to  do  this,  —  to  do  it  well,  to  do  it  as  it  should 
be  done,  indeed,  to  do  it  at  all,  —  the  teacher  must 
become  right-minded  and  right-hearted  himself;  that 
is,  he  must  have  his  intellectual  and  his  moral  nature 
rightly  and  highly  educated. 

Come,  then,  teachers,  and  endeavor  to  learn  with 
us,  how  to  educate  ourselves  that  we  may  help  to 
educate  God's  children  to  understand  his  laws,  and 
be  the  ministers  of  His  will ;  to  discover,  apply, 
and  OBEY,  the  laws  under  which  He  has  placed  his 
universe.  Let  us  endeavor  to  learn  to  fill  ourselves 
with  knowledge,  that  we  may  be  able  to  dispel  ignor- 
ance ;  to  understand  the  laws  of  mind,  that  we  may 
act  upon  the  mind ;  to  apprehend  aright  the  truths 
of  science,  that  we  may  present  them  aright  to  the 
ardent  and  inquiring  mind  of  the  child ;  to  study 
his  moral  nature,  and  train  our  own,  that  we  may 
overcome  his  rising,  angry,  and  fierce  passions  by 
our  gentleness  and  kindness ;  prevent  his  falsehood 
by  our  truthfulness ;  overcome  his  stubbornness  by 
our  patient  forbearance  ;  his  distrust  by  our  con- 
fidence ;  his  fear  and  his  enmity  by  our  love  ;  in  one 
word,  —  his  evil  by  our  abundant  good. 

The  world  rings  with  the  harsh  and  horrid  sounds 


12 

of  war.  Let  us  do  what  we  can  to  raise  up  a  gene- 
ration of  lovers  of  peace,  by  filling  souls  Avith  peace, 
in  the  spirit  of  Him  whose  blessing  was  peace,  —  in 
the  spirit  of  the  God  of  peace. 

The  happiness  of  thousands  of  homes  is  sacrificed 
to  the  demon  of  intemperance  and  inordinate  desires. 
Let  us  learn  and  let  us  teach  to  be  temperate  in  all 
things.  Let  us  show,  by  precept,  and  a  thousand 
times  more  by  our  example,  the  great  lesson  of  self- 
control  ;  that  he  that  ruleth  his  own  spirit  is  greater 
than  he  that  taketh  a  city. 

The  fair  face  of  God's  beautiful  earth  is  deformed 
by  the  fierce  struggles  that  are  going  on  upon  its 
surface  for  power  and  wealth ;  each  one,  among 
millions,  clutching  ravenously,  and  holding  desper- 
ately, whatever  he  can  reach.  Let  us  do  what  AVC 
can,  —  we  may  each  do  something,  —  we  may  each  do 
much,  Avith  every  one  of  those  placed  Avithin  our  in- 
fluence, —  to  supplant  or  prevent  the  groAvth  of  these 
selfish  passions,  by  awakening  the  soul  to  the  love 
of  the  true  and  the  beautiful  in  the  creation ;  to  a 
perception  of  the  loveliness  of  charity,  and  the  great- 
ness of  humility  and  self-denial ;  by  endeavoring  to 
substitute  the  spirit  of  co-operation  for  that  of  com- 
petition ;  the  ambition  of  helping  one  another  for  the 
emulation  of  surpassing  one  another. 

We  have  come  here,  then,  because  Ave  think  this 
Avork  of  education  is  one  of  the  best  and  noblest  in 
AAThich  men  can  be  engaged  ;  and  AVC  have  come  to 
ask  you  to  aid  us  in  it,  to  listen  to  our  lectures, 
to  share  in  our  discussions,  to  add  your  experience 
to  ours,  to  correct  us  if  you  think  us  Avrong,  to  help 
us  if  you  find  us  right. 


LK  ('  T  I'  It  K  C 

I)  KM  VKI1F.U     UEKullE     THE 

^Vmevucm   institute   of   Instruction, 

(NEW  SERIKS,) 
IN  9  VOLS.   12mo.  — PRICE  50  CENTS  per  VOL. 

PUBLISHED   BY  TICKNOR,  REED,   AND   FIELDS, 

Corner  of  Washington  anil  Sc/wul  Streets, 

Boston. 


Vol.  I.  1840:  —  Intellectual  Education  in  Harmony  with  Moral  and  Physical,  by  Joshua] 
Bates,  late  President  of  Middlelmry  College.  The  Results  to  be  aimed  at  in  School  In-j 
struction  and  Discipline,  by  T.  Gushing,  jun.  The  Duty  of  Visiting  Schools,  by  T.  Greene.' 
The  Objects  and  Means  of  School  Instruction,  by  the  Rev.  A.  B.  Muzzey.  CMurtesv,  and 
its  Connection  with  School  Instruction,  by  G.  F.  Thayer.  The  Brain  and  the  StomacliJ 
by  Usher  Parsons,  M.D.  Common  Complaints  made  against  Teachers,  by  Jacob  Abbott  X. 

Vol.  II.  1841 :  —  The  Best  Mode  of  Preparing  and  Using  Spelling  Books,  by  Horace  ' 
Mann.    The  Best  Method  of  Exercising  the  Different  Faculties,  by  W.  B.  Fowl,-.     Tin; 
Education  of  the  Laboring  Classes,  by  Theodore  Parker.    The  Importance  of  the  \atu- 1 
ral  Sciences  on  our  System  of  Popular  Education,  by  Professor  A.  Gray.     Moral  Culture 
Essential  to  Intellectual  Education,  by  E.  W.  Robinson.      Simplicity  of  Character  as  ] 
affected  by  the  Common  Systems  of  Education,  by  J.  S.  Dwight.    The  Use  of  Globes  in  ! 
Teaching  Geography  and  Astronomy,  by  A.  Fleming.    The  Elementary  Principles  of  \ 
Constitutional  Law  as  a  Branch  of  Education  in  Coirimon  Schools,  by  Edward  A.  Law- 
rence. 

Vol.  III.  1842 :  —  Moral  Education,  by  George  B.  Emerson.  Universal  Language,  by 
Dr.  Samuel  G.  Howe.  The  Girard  College,  by  E.  C.  Wines.  The  School  Room  as  ah 
aid  to  Self-Education,  by  Rev.  A.  B.  Muzzey.  The  Moral  Responsibility  of  Teachers,  by 
W.  H.  Wood. 

Vol. -IV.  1843 :  — The  Bible  in  Common  Schools,  by  Heman  Humphrey,  D.D.  The 
Classification' of  Knowledge,  by  Solomon  Adams.  The  Moral  Dignity  of  the  Teacher's 
Office,  by  Prof.  J.  H.  Agnevv.  .A  few  of  the  "  Hows  "  of  School-keeping,  by  RoL'er  S. 
Howard.  Advancement  in  the  Means  and  Methods  of  Public  Instruction,  by  David  P. 
Page.  Reading,  by  C.  Peirce.  Some  of  the  Duties  of  the  Faithful  Teacher,  by  Alfred 
Greenleaf.  Some  of  the  Defects  of  our  Systems  of  Education,  by  R.  B.  Hubbard.  The 
Importance  of  our  Common  Schools,  by  Rev.  S.  J.  May. 

Vol.  V.  1844  :  —  The  Religious  Sentiment  in  Education,  by  Rev.  Calvin  E.  Stowe. 
Female  Education,  by  Wni.  Russell.  Some  of  the  Obstacles  to  the  Greater  Success  of 
Common  Schools,  by  Charles  Northend.  Some  of  the  Dangers  of  Teachers,  by  Daniel 
1*.  Galloup.  The  Introduction  of  Natural  History  as  a  Regular  Classic  in  our  Seminaries, 
by  Rev.  Charles  Brooks.  Classical  Education,  by  A.  H.AVeld.  Common  Schools,  by 
Joseph  Hale.  Methods  of  Teaching  to  Read,  by  Samuel  S.  Greene.  The  Duty  of  the 
American  Teacher,  by  Rev.  J.  X.  Bellows.  The  Necessity  of  Education  in  a  Republican 
Form  of  Government,  by  Horace  Manrn 

Vol.  VI.  1845:  —  Dignity  of  the  Teacher's  Office,  by  Joel  Hawes,  D.D.  The  Forma- 
tion and  Excellence  of  the  Female  Character,  by  Joel  Hawes,  D.D.  The.  Duties  of  Ex- 
amining Committees,  by  Prof.  E.  D.  Sanborn.  The  Beau-ideal  of  the  Perfect  Teach,  r, 
by  Dennison  Olmstead,  LL.D.  The  Necessity  of  the  Study  of  Physiology,  by  Edward 
Jarvis,  M.D.  Intellectual  Arithmetic,  by  Rev.  F.  A.  Adams.  County  Teachers'  Insti-  ] 
tutes,  by  Salem  Towne.  The  Best  Method  of  Teaching  Geography,  by  Win.  P>.  Fowle. 
Vocal  Music  in  Common  Schools,  by  A.  N.  Johnson.  The  Connection  between  Geo- 
graphy and  History,  by  George  S.  Hillard. 

Vol.  VII.  1846 :  —  Home  Preparation  for  School,  by  Rev.  Jason  Whitman.  The  In-J 
fluence  of  Moral  upon  Intellectual  Improvement,  by  Rev.  H.  B.  Hooker.  The  Essentials 
of  a  Common  School  Education,  and  the  Conditions  most  favorable  to  their  attainment  j 
by  Rufus  Putnam.  The  Education  of  the  Faculties,  and  the  Proper  Employment  of. 
Young  Children,  by  Rev.  S.  J.  May.  The  Obligations  of  Towns  to  Elevate  the  Character] 


UUKUIII.  v          _^    J  ft-  %  f 

Vol.  VIII.  ]84%:?SThe  Study  of"  Language,  by  Rey*  H.  Winslow.     The  Appropri- 
ateness of  Studies  to  the  State  of  Mental  Development,  $y  T»P.  Rodman. 

•Vol.  IX.  1848 :  —  Failures  in  Teaching,  by  John  Kingsbury*  The  Co-operation  of] 
Parents  and  Teachers,  by  Jacob  Batchelder.  The  Qualifications  of  the  Teacher,  by  ; 
Rev.  Nathan  Munroc.  School  Government,  by  J.  D,  Philbrick.  The  Improvement ! 
of  Common  Schools,  by  Wm.  D.  Swan.  ^  t 

{£/"   The  above-named  volumes  are  for  sale  at  thfrrrv  loir  price  of  50  entt*  each,  — 
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N.B.    A  few  of  the  earlier  volumes  (i>rsale.ad.abnre,.  atyi-ieduced  price. 

UNIVERSITY  OF  CALIFORNIA 
IX>S  ANGELES 


